The impact of code-switching in grade 11 learner's longer transactional text writing in English First Additional Language classroom at a secondary in Dzindi Circuit, Vhembe East District , Limpopo Province, South Africa

Abstract

The study aimed at investigating the impact of code-switching in Grade 11 learners’ longer transactional text writing in English First Additional Language Classroom at Dzindi Circuit, Vhembe East District, Limpopo Province, South Africa. The study used qualitative research approach, qualitative case study research design, purposive and convenient sampling method to sample 14 Grade 11 learners and two Grade 11 English First Additional Language teachers due to their experiences of teaching English formal letter. Semi-structured interview, class observation, and document analysis were used to collect data and thematic analysis approach used to analyze data. The study found that contextual learner-related factors such as, poor language proficiency, lack of vocabulary, lack of translation strategies, environmental factors such as poor facilities with no libraries, limited exposure to English materials and lack of parental attention, as well as lack of background knowledge and lack of confidence influence the use of code-switching which affect the learners writing skills and their academic performance negatively. The findings also revealed that the use of code-switching during the teaching and learning of formal letter writing impact learners positively because it enhances active participation, builds language acquisition, vocabulary, and improve their performance, as well as to scaffold them to comprehend the lesson. However, the findings reveal that code-switching hinders learners’ acquisition of English words which result in learners’ lack of vocabulary and poor quality of English language. This study recommends that teachers should encourage and support learners to improve their language skills through the formation of reading clubs, writing spelling bee, debating, puzzle games, class discussions, role plays etc.